Hazeldene School

Mission Statement

Hazeldene is a primary school that caters for children from Nursery age through to Year 5 (Year 6 from September 2018).
Hazeldene is committed to providing an appropriate and high quality education to all children. We believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and have the right to be fully included in all aspects of school life. We believe that all children should be equally valued in school, by all who attend and work there. We strive to eliminate prejudice, direct or indirect discrimination and harassment (in accordance with the Equality Act 2010), and to develop an environment where we will foster good relations so that all children can flourish and feel safe. We aim to engender a sense of community and belonging.

How we support your child's learning

The class teacher

Responsible for:
▪ Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENCo) know as necessary.
▪ Writing Pupil Progress targets/Individual Education Plans (IEPs),and sharing and reviewing these with parents at least once each term and planning for the next term.
▪ Personalised teaching and learning for your child as identified on the school's provision map.
▪ Ensuring that the school's SEN Policy is followed in their classroom and for all the pupils they teach with any SEN.

The SENCo/Inclusion Manager: Mrs. V Norman

Responsible for:
▪ Developing and reviewing the school's SEN policy.
▪ Co-ordinating all the support for children with special educational needs or disabilities (SEND)
Ensuring that you are:

i) involved in supporting your child's learning

ii) kept informed about the support your child is getting

iii) involved in reviewing how they are doing.

▪ Liaising with all the other people who may be coming in to school to help support your child's learning, e.g. Speech and Language Therapy, Educational Psychology.
▪ Updating the school's SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child's progress and needs are kept.
▪ Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

The Head teacher: Mrs H Ward

Responsible for:
▪ The day-to-day management of all aspects of the school; this includes the support for children with SEND.
▪ The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child's needs are met.
▪ The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEN Governor: Mrs M Lambert

Responsible for:
▪ Making sure that the necessary support is given for any child with SEND who attends the school.

School contact telephone number: 01234 300100

Accessibility of our service

We believe that all children have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and have the right to be fully included in all aspects of school life. As well as the curriculum, we are committed to providing a fully accessible environment so that our school values and includes all children and enables them to achieve their very best regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs.

Hazeldene is fully compliant with the Equality Act 2010 which built upon and extended the requirements set out in the Disability Discrimination Act (1995)
• The school has easy access, double doors and ramps to the outside playground.
• Dedicated disabled parking spaces.
• Four newly built classrooms with wide doors and disabled toilet facilities
• The front desk has wheel chair height section.
• Disabled toilet and dedicated hygiene room which includes a shower area and changing facilities.
• Where possible, equipment and resources are accessible to children, regardless of their needs.
• Lift with wide doors provides access to and from the first floor
• Before and After school club is accessible for children with SEND
• A commitment that extra- curricular and enrichment opportunities are accessible to all children.
• Regular evaluation of the school site for accessibility by the Health and Safety committee.
• A system of reporting by staff should any part of the school environment not be fit for purpose.

How we identify SEN

Hazeldene aims for early identification of special educational needs and disabilities, so our assessment process begins even before achild starts our school and then on their entry to the Nursery or Reception and throughout their school life.
Early intervention takes place by:
• Visiting your child at their preschool setting and reading information from these settings, liaising with parents and carers and visiting the children in their home.
• Assessing Reception children’s on-entry data in the Early Years Foundation Stage and identifying any areas of concerns,
• Initial baseline observations and assessments when a child transfers to our school and discussions with their previous school,
• On-going formative assessments both during day to day activities and at key points throughout the school year
• Ongoing careful formative assessment takes place by each class teacher, in close conjunction and collaboration with the Senior Leadership Team which includes the Assessment Leader, Victoria Kilroy and the SENDCo, Vicky Norman. This follows the school’s approach of assessing the child, planning for their needs, implementing the plan and reviewing its impact in terms of the progress made by the child and the impact of that provision. There is a structured cycle across the school year to support this process and in accordance with the Assessment, Teaching and Learning and SEND policies.

How we support your child/young person

a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).

For your child this would mean:
▪ That the teacher has the highest possible expectations for your child and all pupils in their class.
▪ That all teaching is built on what your child already knows, can do and can understand.
▪ That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
▪ That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn.
▪ Your child's teacher will have carefully checked on your child's progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

Specific group work

Intervention which may be:
▪ Run in the classroom or a group room.
▪ Run by a teacher or a teaching assistant (TA).
▪ Run by the SENCo or specialist teachers.

b) Specialist groups run by outside agencies, e.g. Speech and Language therapy

SEN Code of Practice 2014: School Support (SS)

This means a pupil has been identified by the SENCo/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
▪ Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
▪ Outside agencies such as the Education Psychology Service (EPS).

What could happen:
▪ You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child's particular needs better and be able to support them more effectively in school.
▪ The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

Specified Individual support

This type of support is available for children whose learning needs are severe, complex and lifelong.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (Including All Children's documentation from LA).

Your child will also need specialist support in school from a professional outside the school. This may be from
▪ Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
▪ Outside agencies such as the Speech and Language Therapy (SALT) Service.

How we match the curriculum to your child's needs

For every child in our school high quality teaching is the most important tool in ensuring that your child makes good progress. In class, each child’s teacher, in conjunctions with the SENDCo will use strategies to promote your child’s enjoyment of learning so that they achieve. This might be through changing the way activities are planned and delivered, matching activities to the ability/need of each child (differentiation), adapting learning materials such as equipment and activities to suit each child’s needs. In addition to High Quality Teaching of an exciting and creative curriculum, specific interventions may be used alongside to ensure your child’s key outcomes are met. These will be planned in discussion between school staff, your child and you as parents/carers. If you require more information on the interventions carried out please speak to your child’s Class Teacher or Vicky Norman, SENDCo.

The support we give to your child's well being

We believe that children need to feel happy and secure in order to be able to learn and make progress. Class teachers and all adults in school aim to ‘safety net’ the children so they have a sense of self-worth, feel happy and secure. Any child may have a worry or concern which we will always listen to. We will work with the child and their parents/ carers to deal with their worries or difficulties, in order to help them make their next steps.
Our golden rules are at the heart of our school ethos. These are:
Golden Rules
Do be kind and helpful
Do be gentle
Do keep safe
Do look after property
Do work hard
Do listen to people
Do be honest
Do be polite
British values and our 12 school values, alongside these golden rules underpin all our learning and behaviour.

The expertise we have access to

Throughout the school year the following external agencies can be called upon to support SEND pupils in our school:
• Occupational Therapy,
• Yoga teachers
• Sensory circuits
• Educational Psychologist (EP),
• Speech and Language Therapist (SALT),
• Child and Adolescent Mental Health Service (CAMHS),
• Wheelchair Services,
• Behaviour Support Service (BSS),
• Parent partnership support service
• School nurses,
• Hearing Impairment Team
• Visually Impaired Support Service
•Autism Advisory Teachers
• Early Years Support
•Early Help Team

How we include your child in extra curricular activities

All children are fully included in all aspects of school life, including clubs, trips and visits. Residential visits are planned well in advance and discussions between parents/carers, children, school staff and venue staff ensure that opportunities provided are as inclusive as possible for all children. All our extra-curricular activities and clubs are open to all children and activities are adapted and differentiated where possible to ensure they are fully inclusive for all including for those with disabilities. We meet with professionals, parents and children to plan “reasonable adjustments” which are put in place wherever possible to ensure that children with special needs and disabilities take part in clubs, trips and residentials to the fullest extent possible. We try to ensure that these steps are taken to prevent children with SEND being disadvantaged in any way.

How we prepare your child to join us or transfer to another setting

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, or (later on) training provider or moving in to employment. Hazeldene School is committed to working in partnership with children, families and other providers to ensure positive transitions occur. Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child at their summer term (or possibly sooner) review meeting. Transition preparation to secondary schools is managed very proactively to ensure time for planning and preparation. Personalised support will be put in place according to the needs of the child. Techniques such as new year group passports, working with their new 1:1 support; social skills groups; team building games can ease transition anxieties. All children spend a morning at least in the summer term with their new teacher doing transition activities, to make the September transition as smooth as possible. We believe that putting such actions into place – as early as possible – aids a smoother and happier transition. Because Hazeldene has a soft federation arrangement with Castle Newnham, should parents wish, their children will have an automatic place offered there. Hazeldene and Castle Newnham work closely together and different year groups access the teaching and facilities available at the Castle Newnham North site. Equally, the some Castle Newnham, teachers visit Hazeldene on a regular basis, particularly in year 5. This all helps to aid a smooth transition. Liaison with other secondary school partners is also established so that each child feels secure about their next steps, regardless of where their next setting will be. Separate transition arrangements and induction visits are set up for SEND pupils where required, including a very successful programme of visits in the summer term for those children for whom parents/carers and school feel it would be beneficial. Liaison between staff at both schools takes place through our graduated approach and our ‘assess, plan, do, review’ model. Similarly, we take very seriously the responsibility of ensuring our younger children make a smooth transition from their early years setting to Hazeldene. Personalised transition plans are created in conjunction with the other setting and the parents/ carers of those children with SEND to ensure they make a smooth, settled start at Hazeldene

How we match our resources to your child

▪ The school budget, received from Bedford Borough Council, includes money for supporting children with SEN.
▪ The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
▪ The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including

the children getting extra support already,

the children needing extra support,

the children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.
The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible

How we involve parents

On a day-to-day level, parents/carers are encouraged to be actively involved and engaged in their child’s learning, both through their child’s specific outcomes and interventions and through the curriculum. Home learning activities are a great way to support. At Hazeldene we also value the learning that children do whilst enjoying experiences at home and outside of school with their families. The class teacher will provide opportunities for children to continue their learning at home and will be pleased to discuss with parents/ carers how to be involved with their child’s learning. Class teachers are also happy to listen to ideas and suggestions from home.

How we include your child in the planning of their support

IEPs are discussed with children in line with their developmental stage. Targets and planning are agreed with individual children, in line with their developmental stage.

General Contact Information

Vicky Norman (SENCo) 01234 300100

Contact for more information

Mrs Vicky Norman
The Special Educational Needs and Disabilities Coordinator (SENDCo)
Hazeldene Lower School, Stancliffe Road, Putnoe, Bedford, Bedfordshire, MK419AT
01234 300100
01234 300102

Record Last Reviewed On: 13/02/2018